Module EDUS3361: ENGLISH FOR PRIMARY TEACHING 4: ENGLISH FOR SPECIALISTS

Department: Education [Queen's Campus, Stockton]

EDUS3361: ENGLISH FOR PRIMARY TEACHING 4: ENGLISH FOR SPECIALISTS

Prerequisites

• English for Primary Teaching 1 (EDUS1631) AND English for Primary Teaching 2 (EDUS2541).

Corequisites

• English for Primary Teaching 3 (EDUS3371).

Excluded Combination of Modules

• None.

Aims

• To deepen and extend students' knowledge and understanding of the role of the subject co-ordinator within primary school, to develop an understanding of how to work with colleagues effectively to support them in the teaching of English in the primary school.

Content

• English as an arts subject and more 'functional' aspects of English, relevance of perspectives drawn from literary theory to the teaching of English in the primary school, language across the curriculum, from the Bullock report to the national literacy strategy - theoretical perspectives and practical implications, English and progression - implications for devising an assessment policy for English.
• Planning and delivering in-service sessions for peers, analysis of the National Curriculum requirements in schools as a basis for planning an assessment policy on English in the primary school, planning and justifying a range of broad practical initiatives in primary English (e.g. book weeks, author visits, story sacks, story tellers, 'curiosity kits' for non fiction).

Learning Outcomes

• Students to demonstrate an awareness of how different conceptions of English (as an arts subject, as a mode of communication, as training in literacy) can determine the way the subject is taught in schools
• understand the theoretical background to and current thinking in literacy across the curriculum
• plan a policy for literacy across the curriculum in the primary school
• plan, design and deliver presentation which will help others develop their understanding of the teaching of English in the primary school
• plan an assessment policy on English in the primary school
• understand the theoretical justification for a range of broad practical initiatives in primary English (e.g. book week, author visits, story sacks, story tellers, 'curiosity kits' for non fiction)
• be able to observe, record and relate educational practice to theory in relation to the above ideas.

• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• critically analyse literature on a variety of contemporary education issues;
• construct and sustain a reasoned argument.
• observe, record and relate educational practice to theory in primary schools and classrooms.

• communicate ideas, principles and theories effectively in a variety of ways;
• work effectively on given tasks and activities;
• use Information and Communications Technology in a variety of ways;
• manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The course will be delivered through weekly workshops integrating lecture input with student participation in specific tasks including fieldwork designed to promote analysis and discussion.
• All learning outcomes can be assessed by a composite written assignment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two pieces of formative assessment (about 500 words each)

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University